General Mathematics – Grade 11

Alternative Delivery Mode

Module 1: Introduction to Functions
First Edition, 2019

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Published by the Department of Education – Region X – Northern Mindanao

Regional Director: Dr. Arturo B. Bayocot, CESO III
Development Team of the Module:

Authors: Exzur C. Penaso

Development Team of the Module
Reviewers: Cherry Mae P. Casinillo
Ruby L. Quilala
Author: Exzur C. Penaso
Syville Niňo U. Dumanon
Illustrator: Jay Michael A. Calipusan
Reviewers: Cherry Mae P. Casinillo Ruby L. Quilala Syville Niňo U.
Dumanon
Management Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Management Team
Regional Director
Chairperson: Dr. Arturo B. Bayocot, CESO III
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Regional Director
Asst. Regional Director
Mala Epra B. Magnaong
Co-Chairperson: Dr. Victor G. De Gracia Jr. CESO V
CES, CLMD
Asst. Regional Director
Members: Dr. Bienvenido U. Tagolimot, Jr.
Members
Regional ADM Coordinator
Mala Epra B. Magnaong, Chief ES, CLMD
Marino O. Dal
Bienvenido U. Tagolimot, Jr., EPS-ADM
EPS, Math
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ii

11
General
Mathematics
Module 1
Introduction to Functions

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

 iii
TABLE OF CONTENTS
Overview …………………………………………………………………………………1

Module Content ……………………………………………………………………………..1

Objectives ………………………………………………………………………………...1

General Instructions…………………………………………………………………………1

Pretest………………………………………………………………………………………...

Lesson 1……………………...………………………………………………………………4

Activity 1………………………………………………………………………7 Lesson

2…………………………………………………………………………………….11 Activity
2……………………………………………………………………..10 Activity
3……………………………………………………………………..14 Activity
4…………………………………………………………………….17 Activity
5…………………………………………………………………….19 Activity
6…………………………………………………………………….20
Summary/Generalizations………………………………………………………………...21
Posttest……………………………………………………………………………………...2
2
References………………………………………………………………………………….26

v
 What I need to Know

Dear OHSP learner,

Welcome to Module 1 for General Mathematics!

In this module, the competencies expected that you will learn are found in the
Module Content. You will see how relations and functions are represented and what
are piece-wise functions. You will also learn how to evaluate perform operations with
functions and composite functions. Plus, you will need critical thinking skills as you solve
problems with functions.

However, can you do the PRE-TEST?

You may then start this module. Try to understand the Lesson 1 and Lesson 2,
learn from the illustrative and solved examples, and do the activities (Activity 1 to
Activity 6). Take the challenge in the Posttest. Then, check your work. Answers are
provided in the ANSWER KEY. Read the Summary and generalizations.

For sure, you will enjoy learning how to represent relations and functions. Do
not hesitate to ask help from your teacher if there are difficulties that you have
encountered.
Good Luck!

Module Content

In this module, you are going to learn to:

1. represent real-life situations using functions, including piece-wise

functions; 2. evaluate a function;

3. performs addition, subtraction, multiplication, division and composition of functions;

and

4. solves problems involving functions.

General Directions
To help you attain the objectives of this module, you may try following the
steps below.

❖ First, read carefully each lesson on this module. Should there be times that
you need to read again parts of the lesson, go ahead!

1
❖ Second, answer the pre-assessment test. It is expected that some parts may

be unfamiliar to you as new lessons will be learned in this module. ❖ Third, read
and follow instructions honestly.
 ❖ Fourth, do not hesitate to answer all the activities set for you. Your teacher
will be glad to answer your queries.
❖ Then, you may check answers to each activity. An Answer Key is provided.

❖ And lastly, read the Summary carefully so you will not miss out important
concepts in this module.

What I Know

Let us check how much you know about functions and their graphs.

1. Which of the following sets of ordered pairs represents a

function? A. {(6, 1), (-11, -1), (8, 2), (4 -2), (9, 4), (-2, -10)}
B. {(-2, -1), (-2, 5), (7, 8), (-2, 5), (3, 9), (-3, 1)}
C. {(8, 2), (6, -2), (7, 4), (-11, -4), (8, 3), (-9, 5)}
D.{(1, 4), (-1, -1), (7, 2), (-1, -2), (6, 3), (1, -5)}
2. What type of correspondence is shown by the diagram below?

4 ab

-11 3

A. one-to one C. one – to-many

B. many-to-one D. many –to- many
3. Which of the following correspondences does NOT show a function?
A. one-to one C. one – to-many
B. many-to-one D. none of the above
4. Which of the following graphs is NOT a function? y
y
y

x
x x
y x

A. B. C. D.

2
5. By applying the vertical line test, which of the following graphs represents a

y B. y
A. A. x function? x
 y x C. D.
y x
.

6. Which of the following is a representation of the set of ordered pairs {(1,3), (2,0),
(3,-2)} ?

A. B.

x 1 2 3

y -2 3 4

C. -2 0 3 D. y = 2x - 4
123

7. What ordered pairs can be generated by the function y= 3x + 5 ?

A. {(-2, 6), (-1, 5), (8, 32)}
B. {(-2, -1), (-1, 2), (1, 8)}
C. {(-4, 5 ), (2, 4), (3, 11)}
D. {(-4, 8), (-2, 10), (7, 22)}

For items 8 – 9, consider the set of ordered pairs below.

{(-8, -2), (8, 2), (-1, -1), (1, 1), (27, 3), (-27, -3)}

8. What is the domain of this set?

A. {-3, -2, -1, 1, 3, 8, 27} C. {-27, -3, -2, -1, 1, 2, 3, 8} B. {-27, -
8, -1, 1 , 8, 27} D. {-3, -2, -1, 1, 2, 3}
9. If f(x)= 2x + 4 and g(x) = 3x2 , what is (f + g ) (x) ?
A. 3x2 +2x + 4 C. x2 +2x + 4
B. 3x2 - 2x + 4 D. 3x + 6
10. If f(x)= 2x + 4 and g(x) = 3x2 , what is (f ‫ ס‬g ) (x)
A. 3(2x + 4)2
B. 6x2 + 4
C. 6x + 8
D. 4x2 + 16x + 1
Answer key on page 24

3
LESSON
REPRESENTATIONS OF FUNCTIONS AND RELATIONS
1

What better way to start learning about functions than to read a story. This story is
authored by Von Christopher G. Chua.
Once upon a time there were seven senior boys: Potoy, Jarred, Job, Moby,
Paul, Zane and Gong. Close as they were, they did almost everything together. So
 when they learned about the school holding a Valentine’s Ball, they decided to find
themselves some date.
Incidentally, there were also seven beautiful senior girls who were in the same
class the boys were: Andrea, Kate, Kerren, Angela, Keziah, Alexa, and Sophia. Our
boys each had a crush on the girls and they have decided to ask them out for dates.
Of the boys, Potoy, Jared and Job have something in common. They always
believe that honesty and trust make any relationship strong. Potoy asked Andrea out
for the date, Jared chose Kate and Kerren was asked by Job.
Gong on the other hand thinks he needs to be on top of the pack. He likes to
collect then select. To make sure he gets first date, he asked Angela, Keziah and
Alexa without the three girls knowing that all of them are being asked out by the
same guy.
Gong, Paul and Zane are very competitive and they all liked Sophia so they decided
to ask her out and agreed that whoever she picks, the other two would accept defeat.
There are three kinds of relationships described in our story but would all of these
function?
Let us meet the characters of the story and illustrate the relationships found in
the story by having a mapping diagram.

Potoy Andrea Angela Moby

Jared Gon Zane

ziah hia

g Paul
Job
Kate Alexa
Ke Sop

(A) ( B ) ( C ) Kerren
Answer the following questions:
1. What type of correspondence is shown in Diagram A?
Answer: One –to-one correspondence
2. What type of correspondence is shown in Diagram
B? Answer: One –to-Many
correspondence
3. How about Diagram C?
Answer: Many –to-One correspondence

4
4. Which correspondence represents a function? Why?

Let us review important concepts about Relations and Functions!

A relation is any set of ordered pairs. The set of all first coordinates is
called the domain of the relation. The set of all second coordinates is called
the range of the relation.
A relation is a set of ordered pairs (x,y).
 A function is a relation where each element in the domain is related to
only one value in the range by some rule.
A function is a set of ordered pairs (x,y) such that no two ordered pairs
have the same x-value but different y-values. Using functional notation, we can
write f(x) = y, read as “f of x is equal to y.”

So, how do we determine functions from mere relations?

Look for the following:
∙ Every element in the domain is mapped to a single element in the range. ∙

There is no duplication of the first coordinates in the set of ordered pairs. ∙

The graph of the relation can only be intersected once when a vertical line
is drawn anywhere in the graph

Now, if these three features are present, then the given relation is said to be a
function.

What’s More

Relations can be represented by using ordered pairs, graph, table of values,

mapping diagram and rule or equations. Determine which of the following represents
functions.

1. Ordered Pairs
A: {(4, 2), (-13, -5), (6, 3), (5 -1), (-10, 4), (-1, -7)}
Answer : function, each first coordinate (abscissa) is paired with only one second
coordinate (ordinate). There’s no duplication of abscissa.

B: {(4, 0), (5, -1), (3, 12), (-9, -4), (4,- 3), (-5, 6)}
Answer: mere relation, the first coordinate 4 is matched to both 0 and -3 in the
range. There is duplication in the domain.

5
2. Table of values A. y 10 5 2 1 2 5 6

x -3 -2 -1 0 1
Answer: Function. This is a many-to- one correspondence.

Inspecting the abscissas in the table,

B. y 1 2 3 4 5
x 1 1 1 2 4
 Answer: mere relation. This is a one- to- many correspondence. Looking at the
table, there is duplication in the domain. The element “1” in x is matched to three
elements in y.

3. Mapping Diagrams
A. B. C.
X X
Y A B Y
5678 -1 0 1 524 -5 6 244

14 12 8

Answer: Mere relation, Answer: Function. Answer: Mere relation, One element in
X is not the correspondence
There’s no duplication of
mapped to Y. is one-to-many. abscissa ( first element )

4. Graphs

7
y yy

Examples: -
6
1

4 x -
5 2

4 -
3
3

4 -
2 4
3
1

0 2
x
-4 -3 -2 -1 0 1 1 10
-1

-2 0 y
-3 - - 0 2
2 1
-4 1

Function Not a Function

6
In the first figure, the vertical line passes the graph at only one point.
Hence, it is a function. In the second figure, the vertical line passes the graph at
two points; hence, it is not a function.

Are you ready to take the test? Right on the next page…
 Congratulations! You have finished the whole lesson.

What’s New

Determine whether the mapping diagram or the graph represents a function or a

mere relation. Write your answer on the space provided. Justify your answer. (2
points each).

1. mapping diagrams
A. _________________ B. ___________________

5 xyz -2 5

6 -5

-7
-4

C. ______________ D._________________

2 7

-2
1 11
a

-4

6
b
2. Graphing Diagram

A. _________________ B. _________________
y y

x
x

C. _________________ D. _________________
y x
 y x
x

Answer key on page 25

Piece-wise Functions

Piece-wise Function is a function that contains several expressions depending on

restrictions of values the unknown variable will take on in a certain situation.

Dependent Variable –a variable (often denoted by x) whose variation does not

depend on that of another. Independent Variable -a variable (often denoted by y)
whose value depends on that of another.

Illustrative Example:

1. A user is charged P200 weekly for a particular mobile plan, which includes 50
free text messages. Text messages in excess of 50 are charged P1 each.
Represent the weekly cost for text messaging using the function t(m), where m
is the number of text messages sent in a month

8
Solution:

The cost of text messaging can be written by the piecewise function:

����(����) = {200, �������� 0 < ���� ≤ 50

200 + ����, �������� ���� > 50

Do you need another example? Here goes another piece-wise function and its
graph.

2. A jeepney ride costs P7.00 for the first 1400 meters, and each additional
integer kilometer adds P2.50 to the fare. By using a piecewise function
represent the jeepney fare in terms of the distance (d) in meters.

Solution: Let d be the distance in meters. F(d) represents the jeepney fare as a
function of distance.

����(����) = { 7.00 �������� 0 < ���� ≤ 1400

8 + 2.5(����) �������� ���� > 1400

How about its graph? Go to the next page and see how piece-wise functions are
plotted in a Cartesian Coordinate Plane
Here is an example on plotting the graph of piece-wise functions.

https://mathbitsnotebook.com/Algebra1/FunctionGraphs/

Can you still recall the piece-wise function that represents the Jeepney Fare? Refer
on page 9, Example 2. Let’s plot it on the Cartesian Coordinate Plane.
����(����) = { 8.00 �������� 0 < ���� ≤ 4
8 + 1.5(����) �������� ���� > 4

9
In plotting the graph of piece-wise
functions, consider each part or
“piece”.

1. The first piece is f(d) = 8, if 0 <

���� ≤ 4. Plot this on the plane first.

2. Then, for f(d)= 8 + 1.5(d) if d> 4,

make a table then plot the
corresponding points on the graph.

x567
y 15.50 18 19.50

Try it!

It might sound difficult, but it might worth a good try to piece-wise functions. Let’s get
it on!
 What’s New
Determine the equation of the piece-wise function in the following problems. Start by
filling up the blanks in each of the guide question.

A. A taxi ride costs P50.00 for the first 600 meters, and each additional m meter (or a
fraction thereof) adds P0.50 to the fare. Use a piecewise function to signify the taxi
fare in terms of the distance d in meters.

Solution: 1. What is the independent variable? ______

2. What is the dependent variable? ______

3. Write the function. F(___)={

10
B. Pet grooming in your favorite vet clinic is charged according to your dog’s weight.
If your dog is 10 kilos and under, the groomer charges P 100. If your dog is between
10 and up to 15 kilos, she charges Ph150. If your dog is more than 15 kilos, she
charges P 200, plus an additional P 2.00 for each excess kilo more than 15 kilos.
Write a piece-wise function to signify the grooming charge in terms of the weight (in
kilos or k ) or your dog.

Solution: 1. What is the independent variable? ______

2. What is the dependent variable? ______

3. Write the function. ����(����) = {

Answer key on page 25

LESSO EVALUATION OF FUNCTIONS

N 2

PRE-REQUISITE SKILLS:

You need a good grasp of GEMDAS. GEMDAS is an acronym for the words
Grouping symbols, Exponents, Multiplication, Division, Addition, Subtraction. When
asked to simplify two or more operations in one algebraic/numerical expression, the
order of the letters in GEMDAS indicates what to calculate first, second, third and so
on, until a simplified expression is achieved.

To evaluate a function means to substitute/replace the variable with a given

value or an expression. f(a) denotes that f will be computed by replacing all the
variables in the functions with a.

11

What’s More

A. Evaluate the function ����(����) = 3���� – 1 �������� ���� = 2.

This means x will be replaced with 2. Here’s how it works:

In ����(����) = 3���� – 1, we have
����(2) = 3 (2) − 1
����(2) = 6 – 1
���� (2) = 5.

B. Evaluate ሺ Ǧ͵ሻ if the function g is defined as

����(����) = ����2 – 3(���� + 4).
Solution:
Step 1: Replace x in the function g with -3.
����(−3) = (−3)2 – 3(−3 + 4).
Step 2: Simplify
����(−3) = 9 – 3(1).
����(−3) = 9 – 3
����(−3) = 9 – 3
����(−3) = 6.
Do you need more examples? If yes, turn to the next page for the solved

examples. Solved Examples

1. Evaluate the following functions at x=3.

(a) ����(����) = ���� − 6
(b) ����(����) = ����2 – 4���� + 7
(c) ሺሻ ൌ√����2 + 3���� − 1 3
 (d) ����(����) = ����2−5
3����+7
(e) ����(����) = |���� − 6| where |���� – 6| means ‘the absolute value of
���� – 6’.

Take a closer look at how they are solved. Keep in mind that GEMDAS principle is
observed in evaluating functions.

Solution:
(a) ����(3) = 3 – 6 = − 4
(b) ����(3) = (3)2 − 4(3) + 7 = 9 − 12 + 7 = 4
(c) ℎ(3) = √32 + 3(3) − 1 3 = √9 + 9 − 1 3 = √17 3
(d) ����(3) = 32−5
9−5
3(3)+7 =
4 1
9+7 = 16 = 4
(e) ����(3) = |3 − 6| = |3| = 3

12
2. In ���� (����) = 3���� + 4, evaluate the function at

(a) ���� ( 2���� + ����)

(b) ���� (����2 − 1)

Solution:
(a) ����(2���� + ����) = 3(2���� + ����) + 4 =
3(2����) + 3(����) + 4 = 6���� + 3���� + 4 (b) ����
( ����2 – 1) = 3(����2 – 1) + 4 = 3(����2) – 3 (1) 4 = ����2 – 3
+ 4 = 3����2 + 1

Want more examples? Go ahead.

The following examples need a lot of attention:

1) For what values of x can we not evaluate the function

���
�(�
���
)=
����

−6

2
����

−9 ?

Solution: Division by zero is not allowed. Hence, x2 – 9 = 0 will give

us ����2 – 9 = 0

x2 = 9. Transpose -9 to the left side of the equation.

 √����2 =√9. Extract the square root of each side.

x = ±3.

Values of x could either be -3 or + 3. This means that x should not be equal to either
-3 or + 3 since it will make the denominator be equal to zero.

What’s New

Try to solve the following Exercises.

1. Evaluate the following functions at x = 4

(a) ����(����) = 4���� − 5

(b) ����(����) = ����2 + 3���� − 6

(c) ሺሻ = √���� + 3 3

(d) ����(����) = |3����2 − 55 |

2. A computer shop charges P20.00 per hour (or a fraction of an hour) for the first
two hours and an additional P10.00 per hour for each succeeding hour. Find how
much you would pay if you will use one of their computers for: (a) 40 minutes (b) 3
hours (c) 150 minutes?

Answer key on page 24

13
Operations on Functions & Composition of Functions
In this lesson, you will learn how to add, subtract, multiply and divide functions. You
will also learn composition of functions.

PRE-REQUISITE SKILLS:
Basic knowledge of algebra is required such as simplifying expressions, factoring
and the like.
Source: https://study.com/academy/lesson/what-is-pemdas-definition-rule-examples.html

You may access the following links for more of operations with
functions: https://www.youtube.com/watch?v=oJPrPfIjKB0
https://www.youtube.com/watch?v=7DrH9e1cLsQ

DEFINITION:
Let f and g be functions.

1. Their sum, denoted by f + g, is the function denoted by

(���� + ����)(����) = ����(����) + ����(����).
2. Their difference, denoted by Ǧ , is the function denoted by
 (���� − ����)(����) = ����(����) − ����(����). .
3. Their product, denoted by ∙ ǡ is the function denoted by

(����∙����)(����) = ����(����)∙ (����).

4. Their quotient, denoted by f ÷g, is the function denoted by

(���� ÷ ����)(����) = ����(����)
����(����), excluding the values of x where g(x)=0.

What’s More
1. Given the function ሺሻ ൌ͵ – ͳ and ሺሻ ሻൌʹ ൅ͷ Ǧʹ, find:

a) (���� + ����)(����)

b) (���� − ����)(����)

Solution:

a) To solve for (���� + ����)(����) add the functions ሺሻ and ሺሻ Ǥ

Thus, the formula to use is (���� + ����)(����) =
����(����) + ����(����).

14
First, substitute f(x) and g(x) in the equation.

(���� + ����)(����) = ����(����) +

����(����).

(���� + ����)(����) = (3���� − 1) + (����2 + 5���� −

2)

Second, collect similar terms, simplify and arrange the terms in descending powers
of the variable x.

(���� + ����)(����) = 3���� + 5���� + ����2 − 1 − 2

(���� + ����)(����) = (3���� + 5����) + ����2 + (−1 − 2)

(���� + ����)(����) = 8���� + ����2 − 3

(���� + ����)(����) = ����2 + 8���� − 3

b) To solve for (���� − ����)(����) subtract the functions ሺሻ and ሺሻ Ǥ

Thus, the formula to use is (���� − ����)(����) = ����(����) −
����(����).
First, substitute f(x) and g(x) in the equation.

(���� − ����)(����) = (3���� − 1) − (����2 + 5���� −

2)
 Second, distribute the negative sign and collect similar terms, simplify and arrange
the terms in descending powers of the variable Ǥ

(���� − ����)(����) = 3���� − 1 − ����2 − 5���� + 2

(���� − ����)(����) = (3���� − 5����) − ����2 + (−1 + 2)

(���� − ����)(����) = −2���� − ����2 + 1

(���� − ����)(����) = −����2 − 2���� + 1

Subtracting two functions works in a similar way. Here's an

example: Example:
1. ����(����) = 3���� − 6 and ����(����) = ����2 −
5���� − 4

Subtract function q(t) and p(t). This is the same way as saying “find (q – p)(t).

Solution:
Again, the most complicated part here is understanding the notation. But after
working through the addition example, (���� − ����)(����)means just
what you'd think! By definition,
(���� − ����)(����) = ����(����) − ����(����).
Substitute the values of the functions. (���� − ����)(����) =
(����2 − 5���� − 4) − (3���� − 6). Change the sign of the
subtrahend. (���� − ����)(����) = ����2 − 5���� − 4 −
3���� + 6. Combine similar terms. Simplify. (���� − ����)
(����) = ����2 − 5���� − 3���� − 4 + 6 = ����2 − 8����
+2.
��������, (���� − ����)(����) = ����2 − 8���� + 2.

15
2. Given function ����(����) = ����2 − 3���� + 5 and
����(����) = ���� − 2, find (���� − ����)(����).
By definition, (���� ∙ ����) ∙ (����) = ����(����) ∙
����(����).

Solution:
(���� ∙ ����)(����) = (����2 − 3���� + 5)(���� − 2) Find the
product. (You may use any method that is most convenient to you.)

(���� ∙ ����)(����) = (����2)(����) + (����2)(−2) +

(−3����)(����) + (−3����)(−2) + (5)(����) + (5)(−2)
Combine like terms then simplify.
(���� ∙ ����)(����) = (����3) − 2����2 − 3����2 + 6���� +
5���� − 10
(���� ∙ ����)(����) = ����3 − 5����2 + 11���� − 10
Let’s divide functions.

Steps in dividing functions:

1. Identify common factors between the numerator and

denominator. 2. Divide common factors which will yield a quotient of

1.

3. The remaining factors will be the quotient when the two functions are
divided. If there is no common factor between the numerator and
denominator, just simplify your answer.

What’s More
Divide ����(����) = ����2 − 5���� + 6 and ����(����) = ���� 2 −
9.
Solution:
By definition, (���� ÷ ����)(����) = ����(����) ÷
����(����) or ����(����)
����(����). So, we have
����2
(���� ÷ ����)(����) = −5����+6
2
���� −9 . It looks like the numerator and the denominator
shares a common factor. What is it?
(���� ÷ ����)(����) = (����−2)(����−3)
(����+3)(����−3). Divide common factors and simplify quotient.
(���� ÷ ����)(����) = ����−2
����+3This is the final answer!

16

What’s New
Given����(����) = 3���� + 1 and ����(����) = ����2 −
2.Find each of the following functions. 1. (���� + ����) (����) 2.

(���� − ����) (����) 3. (���� ∙ ����) (����) 4. (����

÷ ����) (����)

Answer key on page 25

Let us move on to learning Composition of Functions!

Definition:
The composition of the function “ ���� ���� ” is defined as follows:

(����  ����)(����) = ����(����(����)). This means

that ����(����) is composed of the function ����(����). In
other words, the variable x in ����(����) will take on the value of
����(����).

How to solve composition of functions:

1. Use the definition of composite function (����  ����)(����)

(���� ∘ ����)(����) = ����(����(����))

2. Substitute all “����” in ����(����) with ����(����).

3. Simplify the answer.

17

What’s More
Given: fx x () 3 2 = + , g(x) = 2 4x , and ሺሻ = x − 6 .

Evaluate :

1. ����(2)

2. ����(����(����))

3. (����  ����)(����)

4. (����  ℎ) (����)

Solutions:
In Number 1,
����(2) = 3(2) + 2 x is replaced by 2.
����(2) = 6 + 2 = 8 Simplify.
In Number 2,
 (���� ∘ ����)(����) = ����(����(����))
Definition of composition of functions. (���� ∘ ����)
(����) = ����(4����2 ) x is replaced by 4x2
(���� ∘ ����)(����) = 3(4����2 ) + 2 Substitute, then simplify.
(���� ∘ ����)(����) = 12����2 + 2
In Number 3,
(���� ∘ ����)(����) = ����(����(����)) Definition
of composition of functions. (���� ∘ ����)(����) =
����(3���� + 2) x is replaced by 3x + 2 (���� ∘ ����)
(����) = 4(3���� + 2)2 Substitute, then simplify. (���� ∘
����)(����) = 4(9����2 + 12���� + 4)

(���� ∘ ����)(����) = 36����2 + 48���� + 16

In Number 4,
(���� ∘ ℎ)(����) = ����(����(����)) Definition of
composition of functions. (���� ∘ ℎ)(����) = ����(���� −
6) x is replaced by x-6
(���� ∘ ℎ)(����) = 3(���� − 6) + 2 Substitute,
then simplify. (���� ∘ ℎ)(����) = 3���� − 18 + 2
(���� ∘ ����)(����) = 3���� − 16

18
What’s New

Evaluate the following composition of

functions. Given :
f(x) = 2x + 1
g(x) = 5x2
h(x) =x + 3
1. (���� ∘ ����)(����)
2. (���� ∘ ����)(����)
3. (ℎ ∘ ����)(����)
4. (���� ∘ ℎ)(����)

Answer key on page 25

Finally, we are almost done with the preview of Functions!

Some real life situations can also be represented by functions. Take a closer look at
how some events are written as functions!

FUNCTIONS IN REAL-LIFE SITUATIONS

1) Suppose that s (T) is the top speed (in km per hour) of a runner when the
temperature is T degrees Celsius. Explain what the statements s(15) = 12 and s(30)
= 10 mean.
Solution:
The first equation means that when the temperature is 15⁰C, then the top speed of a
runner is 12 km per hour. However, when temperature rises to 30 ⁰C, the top speed is
reduced to 10 km per hour.
2) . The velocity V (in m/s) of a ball thrown upward t seconds after the ball was
thrown is given by V(t) = 20 – 9.8t. Calculate V(0) and V(1), and explain what these
results mean.
Solution.
V(0) = 20 – 9.8(0) = 20 and V(1) = 20 – 9.8(1) = 10.2. These results indicate that the
initial velocity of the ball is 20 m/s. After 1 second, the ball is traveling more slowly, at
10.2 m/s.

Do you want to try expressing real life situations as a function of an unknown

variable? Answer Activity 6 below.

19

What’s New
Express each situation as a function of the variable being described. Let x represent
the price of a book.

1. Give a function f that represents the price of the book if a P100 price reduction
applies.

2. Give a function g that represents the price of the book if a 10% discount applies.

3. Compute (���� ∘ ����)(����) and (���� ∘ ����)(����).

Describe what these mean. Which of these give a better deal for the
customer?
 Answer key on page 25

20

Let us summarize…
Key Concepts

∙ A function is a set of ordered pairs (x,y) such that no two ordered pairs have
the same x-value but different y-values. Using functional notation, we can write
f(x) = y, read as “f of x is equal to y.”

∙ A function can be presented in the following ways: as a set of ordered pairs,

as a rule or equation, as a table of values, as a mapping diagram (one -to
one, many-to-one), and through graphs.

∙ To check whether a graph represents a function, the vertical-line test is

applied.

∙A piece-wise function is a function that contains several expressions

depending on restrictions of values the unknown variable will take on in a
certain situation

∙ To evaluate a function means to substitute/replace the variable with a given

value or an expression. f(a) denotes that f will be computed by replacing all the
variables in the functions with a.
∙ Operations on functions is denoted by the following:

Let f and g be functions.

 Their sum, denoted by f + g, is the function denoted by
(���� + ����)(����) = ����(����) +
����(����).
Their difference, denoted by f - g, is the function denoted by
(���� − ����)(����) = ����(����) − ����(����). .

Their product, denoted by ���� ∙ ����, is the function denoted by

(����∙����)(����) = ����(����)∙ (����).

Their quotient, denoted by f ÷g, is the function denoted by

(���� ÷ ����)(����) = ����(����)
����(����), excluding the values of x where g(x)=0.

∙ The composition of the function “ ���� ���� ���� ” is defined as

follows: (����  ����)(����) = ����(����(����)). This
means that ����(����) is composed of the function ����(����).
In other words, the variable ���� in ����(����) will take on the value
of ����(����).

∙ In solving composite functions, it is important to apply the GEMDAS principle. ∙

Real-life problems/scenarios could be represented by functions.

21
Assessment

Let us check how much you have learned about functions.

1. Which of the following sets of ordered pairs represents a

function? A. {(4, 1), (-11, -1), (8, 2), (-1 -2), (9, 4), (-2, -10)}
B. {(-2, -1), (-2, 5), (7, 8), (-2, 5), (3, 9), (-3, 1)}
C. {(8, 2), (6, -2), (7, 4), (-11, -4), (8, 3), (-9, 5)}
D.{(2, 4), (-1, -1), (7, 2), (-1, -2), (6, 3), (2, -9)}
2. What type of correspondence is shown by the diagram below?

4 ab

-11 3

A. one-to one C. one – to-many

B. many-to-one D. none of the above
3. Which of the following correspondences does NOT show a function?
A. one-to one C. one – to-many
B. many-to-one D. none of the above
 4. By applying the vertical line test, which of the following graphs
represents a yx
function? y
y x
y

A.
B.
x
x C. D.

For items 5 – 6, consider the set of ordered pairs below. {(-8, -2),
(8, 2), (-1, -1), (1, 1), (27, 3), (-27, -3)} 5. What is the domain of this
set?
A. {-3, -2, -1, 1, 3, 8, 27} C. {-27, -3, -2, -1, 1, 2, 3, 8} B. {-27, -
8, -1, 1 , 8, 27} D. {-3, -2, -1, 1, 2, 3}

6 . What is the range of this set?

A. {-3, -2, -1, 1, 3, 8, 27} C. {-3, -2, -1, 1, 2, 3} B. {-27, -8, -1,
1 , 8, 27} D. {-27, -3, -2, -1, 1, 2, 3, 8}

22
For items 7 -10, consider g(x) and f(x).

Given ����(����) = 3���� + 1 and ����(����) = ����2 – 2. Find

each of the following functions. 7. Solve for (���� + ����)(����).

A. ����2 + 3���� – 2 C. ����2 + 3���� – 1

B. ����2 − 2���� – 1 D. ����2 – 2���� + 2 8. Solve for

(���� – ����)(����).

A. ����2 – 2x – 2 B. ����2 – 3���� − 3 C.����2 – ���� – 3 D. ����2 + 3���� +

3

9. Solve for (����∙����)(����).

A. ����3– ����2 − 6���� − 2 B. 3����3– ����2 − 6���� + 2 C.

3����3 + ����2 − 6���� – 2 D. ����3 – 2����2 − 6���� – 2

10. Solve for (���� ◦ ����)(����).

A. 3����2 – 2 B. 3����2 – 5 C. 3����2 – 7 D. 3����2 – 3

11. Solve for (���� ◦ ����)(����)

A. 6����2 – 6���� B. ����2 + 6���� C. ����2 – 9 D. 9����2 − 1

12. Solve for (����/����)(����)

(3����+1)
A.
2 ( ����2
(���� −2) C. –2)
( 3x + 1)
( ���� + 1)
B.
2 (3����+1)
( 3���� – 2 ) D.
2
(3���� −2)

23
ANSWER KEY

PRE-TEST

1. A 6. B
2. B 7. C
3. C 8. B
4. A 9. B
5. C 10. C

ACTIVITY 1

1. a. function
b. mere relation
c. function
d. mere relation

2. a. function
b. function
c. function
d. mere relation

ACTIVITY 2

1. a. meters traveled by taxi (m)

 b. taxi fare
c. ����(����) = { 40 ���� 0 < ���� ≤ 500
40 + (���� − 500)(0.50) ���� ���� > 500

2. a. weight of pet dog

b. grooming charge
100 ���� ���� ≤ 10
c. ����(����) = { ACTIVITY 3
150 ���� 10 < ���� ≤ 15
200 + (���� − 15)(2)���� ���� > 15

����(����) = 3���� + 1 ; ����(����) = ����2 – 2

1. ( ���� + ���� ) ( ���� ) =

( 3���� + 1 ) + ( ����2 – 2 ) =
����2 + 3���� – 2

2. ( ���� − ���� ) ( ���� ) =

( 3���� + 1 ) − ( ����2 – 2 ) =
����2 – 3���� + 1

24
3. ( ���� ∘ ���� ) ( ����) = ( 3���� + 1 ) (����2 – 2 )
= 3����3– ����2 – 6���� – 2

4. . ( ���� / ���� ) ( ����) = ( 3���� + 1 )/ (����2 – 2 )

3����+1
=
2
���� −2 There is no common factor between the
numerator and denominator.

ACTIVITY 4

����(����) = 2���� + 1 ; ����(����) = 5����2 ; ℎ(����) = ����

+3

1. ( ���� ∘ ���� ) ( ���� ) = 2( 5����2 ) + 1

= 10����2 + 1

2. ( ���� ∘ ���� ) ( ���� ) = 5(2���� + 1 )2

= 20����2 + 20���� + 5

3. ( ℎ ∘ ���� ) ( ���� ) = (5����2) + 3

4. ( ���� ∘ ℎ ) ( ���� ) = 2 (���� + 3) + 1

= 2���� + 7
ACTIVITY 5

1. ����(����) = ���� − 100

2. ���� (����) = 0.10(����)
3. (���� ∘ ����)(����) = 0.10���� − 100
while (���� ∘ ����)(����) = 0.10���� − 10. (���� ∘ ����)

(����) will give a better deal for customers. POST-TEST

1. A 6. C 11. A
2. B 7. C 12. A
3. C 8. B
4. B 9. C
5. B 10. B

25
REFERENCES

Print
Crisologo, L., Hao, L., Miro, E., Palomo, E., Ocampo, S., and Tresvalles, R. (2016)
General Mathematics Teacher’s Guide. Department of Education- Bureau of
Learning Resources, Ground Floor Bonifacio Bldg, DepEd Complex Meralco
Avenue, Pasig City, Philippines 1600. Lexicon Press Inc.
blr.lrpd@deped.gov.ph.

Websites
Appohigh.Org. Accessed January 15.
http://www.appohigh.org/ourpages/auto/2013/10/7/56747497/composition-of
functions-worksheet.doc.

CK-12. 2020. "| CK-12 Foundation". CK-12 Foundation. https://www.ck12.org/book/CK-12-

Precalculus-Concepts/section/2.8/.

Esperanze, Peter. 2020. "Youtube". Youtube.Com.

https://www.youtube.com/watch?v=oJPrPfIjKB0.

Gazy, Robert. 2020. "What Is PEMDAS? - Definition, Rule & Examples - Video & Lesson
Transcript | Study.Com". Study.Com. https://study.com/academy/lesson/what-is
pemdas-definition-rule-examples.html.

Maravilla, L. (2016).
"Youtube". Youtube.Comhttps://www.youtube.com/watch?v=7DrH9e1cLsQ.

Roberts, D. (2012). "Piecewise, Absolute Value And Step Functions - Mathbitsnotebook(A1 -

CCSS Math)". Mathbitsnotebook.Com.
26